An ELF-Aware Teaching Prototype for Pre-Service English Language Teachers

This paper presents a discussion on the development and analysis of an educational prototype focused on teaching English as a Lingua Franca (ELF) at a teacher education program at a university in southern Brazil. The prototype was developed as part of a collaborative research project that aims to integrate theoretical concepts such as language as a social practice (Johnson, 2009; Leffa; Irala, 2014; Zavala, 2018), ELF (Duboc, 2019; Duboc; Siqueira, 2020; Gimenez, 2009; Jenkins, 2015; Seidlhofer, 2001; 2005), and the Multiliteracies Pedagogy (Cope; Kalantzis, 2015; Marson; Jordão, 2022; Zapata, 2022) into the teaching-learning process. The study explores how these guiding principles materialized in the prototype and their pedagogical implications for English teacher education. Data collection included questionnaires, classroom activities, the prototype, support material developed for teacher use, and field notes. The results suggest that the prototype meets its objectives by providing a space for discussing ELF, developing language skills, and implementing teaching strategies. The study suggests that, although some adaptations are necessary, the prototype is a valuable tool for teacher education, fostering critical reflection and ELF-oriented pedagogical practice.